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Botany 460 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Ecology

A

The study of the interactions between organisms and their environment

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2
Q

Organism

A

The unit of natural selection; an individual existing within an ecosystem

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3
Q

Population

A

The unit of evolution; Organisms of the same species living together in a specific area

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4
Q

Community

A

The level above population; an assemblage of populations of different species, interacting with one another

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5
Q

Ecosystem

A

The interacting parts of the biological and physical worlds

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6
Q

Biosphere

A

The planet Earth; the collection of all of our planet’s ecosystems

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7
Q

Levels of Complexity

A

Organism

Population

Community

Ecosystem

Biosphere

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8
Q

How is science a “subjective” process?

A

Our experiences and perspectives influence the “truth” that we approximate through our use of tools and measurements, leading to subjectivity.

Therefore, “good” science can minimize bias by incorporating multiple perspectives and collaborators

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9
Q

Ernst Haeckel

A

German biologist and philosopher who coined the term “oikologie” from the greek word oikos = home

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10
Q

Ellen Swallow Richards

A

An MIT Chemist who was the one to really launch the field of ecology by studying human impact on water chemistry.

Stood up at a conference and told everyone to stand witness to the birth of the field of oikologie.

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11
Q

What is the difference between basic and applied ecology?

A

Basic: Gathering knowledge for knowledge’s sake

Applied: Driven by a human need (Ex: invasive species)

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12
Q

What are the three ways to organize or think about ecology and how are they studied?

A

Taxanomic Organization: Makes it easy for ecologists to compare/study

Organization by place or function: studying organism’s niches

Organization by location: studying the habitats in which organisms live

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13
Q

What are the three different types of studies that ecologists use to conduct science?

A
  1. Observational Studies: More realism/applicability
  2. Models: Conceptual and Mathematical - can illustrate relationships best
  3. Experiments: Field and Microcosm/Mesocosm - most control over variables, micro/meso has most replication
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14
Q

How do you calculate the variance of a sample?

A

Divide the sum of squares by the degrees of freedom.

v = [Σ(xi - µ)2] / (n-1)

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15
Q

Taxonomy

A

The classification of organisms by their unique characteristics into species.

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16
Q

Habitat

A

The place or physical settings in which an organism lives

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17
Q

Niche

A

The range of conditions an organism can tolerate and the way of life it pursues

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18
Q

Scientific Method

A
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19
Q

What properties of water make it beneficial for life?

A

It is dense and viscous

Stays liquid over broad range of temperatures

Unique densities at various temperatures

Good solvent

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20
Q

What aspects of water affect habitat types?

A

Availability

Salinity

Temperature

Flow speed

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21
Q

What three materials make up the different types of soils and how does their composition affect the soil?

A

Soil is made up of differing proportions of:

Sand

Silt

Clay

Their differing proportions change soil’s ability to

Hold water

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22
Q

Describe the seasonal process of mixing in temperate lakes.

A

Summer: Lake stratified, warmest at top, coldest at bottom. 28-8-4

Fall: Mixing, even temperature throughout. 4-4-4

Winter: Ice cover - density curve makes warmer at bottom. 0-3-4

Spring: Mixing again, even temp throughout. 4-4-4

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23
Q

How do freshwater fish deal with osmotic gradients?

A

Freshwater causes freshwater fish to lose salts and gain water.

They counter this by excreting excess water via urine, kidneys retain ions in blood, and absorbing salts/ions in their gills.

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24
Q

How do marine fish deal with osmotic gradients?

A

Saltwater causes marine fish to lose water and have excess solutes.

They counter this by increasing solute excretion through gills and kidneys, while drinking excess water.

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25
Q

How do plants get water from their roots to the tips of their shoots?

A

Intake at roots via osmosis

Transport up xylem via cohesion-tension

Exit through stomate via transpiration, which maintains the tension/negative pressure

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26
Q

What is the PAR?

A

Photosynthetically Active Region

Refers to visible light, or the wavelengths at which plant molecules absorb light to perform photosynthesis.

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27
Q

Albedo

A

Reflectivity of an ecosystem

Higher albedo = more reflection

Snow is highest, dense forest low

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28
Q

Describe the Algific Talus slopes in “the Driftless Region” and what makes them noteworthy.

A

The Northern Monkshood flower and the Iowa Pleistocene Snail persist in this area that was not covered in glaciers.

Winter air is drawn into vents to turn water into ice and blown out the top.

Summer air blows across underground ice/cold water and brought to the slope vents like air conditioning.

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29
Q

What is a “life history tradeoff” and what are some examples?

A

An adaptation that gives an organism some sort of advantage in its habitat, but requires energy and comes at the cost of being able to do something else well.

Examples:

  • C4 Photosynthesis (can close stomates due to CO2 transport to bundle-sheath cells),
  • CAM Photosynthesis (stomates open during night, closed during day bc of dry climates)
  • Homeothermy (less dependent on enviro for temp mgmt, but takes energy)
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30
Q

Which wavelengths of light are able to travel longer distances in water? What does this mean for adaptations that plants at shallower vs deeper depths might have?

A

Blue/Short. This means that plants at shallower depths will absorb more red/long wavelength light than plants at deeper depths, which will thrive on blue/short wavelength light.

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31
Q

What are the three types of heat transfer?

A

Radiation: emission of electromagentic energy by a warm surface

Conduction: transfer of heat energy via contact

Convection: transfer of heat energy by movement of liquids or gases

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32
Q

Supratidal Zone

A

AKA Splash zone; the area above the highest tide that is never submerged, but is often splashed by waves

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33
Q

Neritic System

A

The system of zones that extend to depths out to the beginning of the continental shelf.

Supratidal

Intertidal

Subtidal

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34
Q

Oceanic System

A

The zones that occur beyond the continental shelf.

Bathyal

Abyssal

Hadal/benthic

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35
Q

Benthic Zone

A

The lowest depths of an ocean or lake

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36
Q

Pelagic Zone

A

Open water zones that are not near the bottom, whether in an ocean or lake.

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37
Q

Photic Zone

A

Portion of a body of water that receives sunlight.

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38
Q

Aphotic Zone

A

Portion of a body of water that does not receive sunlight

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39
Q

Littoral Zone

A

The shallows; portion of an ocean that is not past the continental shelf.

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40
Q

Limnetic Zone

A

Portion of a body of water that is out in the open water or past the continental shelf

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41
Q

Homeotherm

A

An organism that uses energy to maintain a constant body temperature

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42
Q

Poikilotherm

A

An organism that allows its internal body temperature to change with the environmental temperature

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43
Q

C3 Photosynthesis

A

The most common method of photosynthesis

Uses RUBP (Rubisco, low CO2 affinity) to make a 3-C compound in mesophyll cell.

Must have its stomates open a lot, risking dessication

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44
Q

C4 Photosynthesis

A

Use PEP Carboxylase to make a 4-C compound that is shuttled into bundle sheath cells and converted to the normal 3-C compound.

Allows plant to close stomates more often to protect from dessication.

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45
Q

Crassulacean Acid Metabolism (CAM) Photosynthesis

A

Discovered by Edith Bellamy Shreve

Same as C4, but only open stomates during night to protect further from dessication.

Best adapted to dry environments.

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46
Q

Edith Bellamy Shreve

A

Discovered CAM Photosynthesis plants in arid conditions.

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47
Q

Jim Brown

A

U. New Mexico, proposed the Metabolic theory of ecology, which states that as temperature increases, maximum growth rate decreases

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48
Q

Lauren Buckley

A

Using bioenergetic modeling, she has applied global climate change maps to effects seen in the energy management of organisms themselves

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49
Q

C. Hart Merriam

A

Developed the idea of “Life Zones” at different elevations that have distinct vegetation and water availability differences

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50
Q

What abiotic factors can limit species distributions?

A

Precipitation

Temperature

Nutrient Availability

Light

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51
Q

What is the primary cause of global patterns in climate and vegetation?

A

Differences in solar radiation across latitudes and Hadley Cells

52
Q

Hadley Cells

A

Up at the equator, out to 30° lat, down to make deserts

53
Q

What abiotic factors cause regional differences in climate and vegetation?

A

Rain Shadow Effect

Slope and Aspect

Elevation

Soil composition

Etc.

54
Q

What abiotic factors influence species distribution in water?

A

Light

Water Flow

Salinity

Temperature

Nutrients

55
Q

What is the River Continuum Concept?

A

It describes the differences between streams of different widths (order 1 is narrow - order 12 is very wide)

Higher order streams have higher numbers of trophic levels

Lower order have allochthonous inputs

Higher orders have autochthonous inputs

56
Q

Upwelling Zones

A

Water zones where the Coriolis Effect and prevailing winds act on the ocean to bring cool, nutrient-rich water up on the western coasts of continents during spring and summer.

They lead to very productive communities

57
Q

Rain Shadow Effect

A

Moisture builds up as the prevailing winds blow towards a mountain, ending in precipitation on one side of the mountain, with dry wind dessicating the other side into a desert.

58
Q

Adiabatic Cooling

A

Air cools as it rises in elevation and volume and decreases in pressure.

59
Q

ENSO event

A

El Niño Southern Oscillation Event

4 yrs from El -> La -> El

Occur every 2-10 years

El Niño causes warm winter for USA

60
Q

Charles Elton

A

An ENGLISH ecologist who linked organisms with physical factors

Also coined the term food web

61
Q

Food Web

A

Feeding relationships among interconnected organisms

62
Q

A.G. Tansley

A

An ENGLISH scientist who coined the term ecosystem

63
Q

Alfred J. Lotka

A

An AMERICAN scientist who linked energy transfer in an ecosystem to the 2nd Law of Thermodynamics

64
Q

Raymond Lindeman

A

An AMERICAN scientist who studied uner G.E. Hutchinson and used equations to define/quantify energy in trophic levels as well as how much passes between them.

65
Q

Eleanor Hall Lindeman

A

Wife of Raymond Lineman, who died at age 27. She helped him complete his graduate studies, often hauling samples into their boat while he was vomiting over the side.

Raymond’s PhD dissertation was rejected by journals, but resubmitted by G.E. Hutchinson and accepted.

66
Q

Eugene P. Odum

A

Furthered work on quantifying ecosystem ecology. Created the “Universal Model”:

Boxes at any trophic level can show inputs, assimilation, and outputs to other trophic levels, etc.

67
Q

What are three ways by which production can be quantified?

A

Measuring Biomass

Measuring Carbon isotopes

Measuring Photosynthetic rates

68
Q

What abiotic factors limit production?

A

Precipitation

Light

Temperature

Nutrients

69
Q

How do the flux pyramids differ for energy and biomass?

A

Energy flux pyramids always taper UP

Biomass pyramids can taper in EITHER direction

70
Q

Production

A

Energy within an ecosystem

71
Q

Ecological Efficiency Equation

A

NPPn/(n-1) * 100%

The % of energy transferred from one level to the next

72
Q

Food Web

A

Feeding relationships among interconnected organisms

73
Q

Gross Primary Production (GPP)

A

The energy that is assimilated and respired

74
Q

Net Primary Production (NPP)

A

Only the energy that is assimilated

75
Q

Trophic structure

A

the organization of energy levels and the way producers/consumers

76
Q

What are the two ways which organisms can disperse?

A

Spatially and temporally (dormancy, hibernation)

77
Q

How does chili peppers’ hotness help them disperse?

A

Since birds are immune to capsacin, they become perfect high-quality dispersers for chili seeds.

Mammals and walkers are not immune to the hotness of capsacin, so they are selected against.

78
Q

What are the differences between movement, dispersal, and migration?

A

Movement: Org changes physical position/location

Dispersal: Movement away from place of birth

Migration: Seasonal movement of a complete population

79
Q

What are some COSTS and BENEFITS of movement, dispersal, and migration?

A

Costs: takes lots of energy to move

Less chance to mate

susceptible to predation in new environment

BENEFITS: can escape poor conditions, find new resources

80
Q

Long-Distance Dispersal (LDD)

A

Unusually long movements when dispersing from one place to another

81
Q

Walter Diagrams

A

Describe biomes using temperature, precipitation, and months of the year when the min Temp is above 0

82
Q

Whittaker Diagrams

A

describe biomes by ascribing environmental variables to vegetation patterns including Temperature, precipitation, and disturbance by fire

83
Q

Tropical Rain Forest

Location, Climate Zone, Vetetation

A

Loc: Equatorial

CZ: Always moist and year-round mild temps

Veg: Evergreen tropical rain forest

84
Q

Tropical Seasonal Forest/Savanna

Location, Climate Zone, Vetetation

A

Loc: Tropical

CZ: Summer rainy and winter dry season

Veg: Seasonal forest, scrub, or savanna

85
Q

Subtropical Desert

Location, Climate Zone, Vetetation

A

Loc: Subtropical (hot deserts)

CZ: Highly seasonal, arid climate

Veg: Desert vegetation with considerable exposed surface

86
Q

Woodland/Shrubland

Location, Climate Zone, Vetetation

A

Loc: Mediterranean

CZ: Winter rainy season and summer drought

Veg: Sclerophyllous (drought-adapted), frost-sensitive shrublands and woodlands

87
Q

Temperate Rain Forest

Location, Climate Zone, Vetetation

A

Loc: Warm temperate

CZ: Occasional Frost, often with summer rainfall maximum

Veg: Temperate evergreen forest, somewhat frost-sensitive

88
Q

Temperate Seasonal Forest

Location, Climate Zone, Vetetation

A

Loc: Nemoral

CZ: Moderate climate with winter freezing

Veg: Frost-resistant, deciduous, temperate forest

89
Q

Temperate Grassland/Desert

Location, Climate Zone, Vetetation

A

Loc: Continental (Cold deserts)

CZ: Arid, with warm or hot summers and cold winters

Veg: Grasslands and temperate deserts

90
Q

Boreal Forest

Location, Climate Zone, Vetetation

A

Loc: Boreal

CZ: cold temperate with cool summers and long winters

Veg: Evergreen, frost-hardy needle-leaved forest (taiga)

91
Q

Tundra

Location, Climate Zone, Vetetation

A

Loc: Polar

CZ: Very short, cool summers and long, very cold winters

Veg: Low, evergreen vegetation, without trees, growing over permanently frozen soils

92
Q

Large River Deltas

A

Nutrient rich, biodiverse, 12 on continuum

Low flow

Many trophic levels

93
Q

Temperate Upland rivers

A

5-6 trophic levels (intermediate)

Endemism

Moderate Flow

94
Q

Large Lakes

A

Biodiverse

Both Temperate and tropical regions

Endemism

95
Q

Polar Seas

A

Low temps and salinity

Lots of plankton when whales absent bc of high DO

Upwelling brings nutrients

96
Q

Temperate Shelfs and Seas

A

Some stratification

Tide influence bc near coasts

Relatively shallow -> warm

97
Q

Tropical Coral

A

HYPER diverse

shallower water -> warm, lots of light

98
Q

Temperate Upwelling Zones

A

High nutrients, biodiversity, and endemism

Lower than expected temps

W Coasts only!

Structurally complex and fragile

99
Q

Tropical Upwelling Zones

A

Similar to Temperate (high nuts, biodiversity, and endemism)

VERY diverse bc warmer by default

structurally complex and fragile

100
Q

How long are Earth’s natural heating and cooling cycles?

A

100,000 yr long cycles

10,000 yrs of cooling

90,000 yrs of warming

101
Q

The Carbon Cycle

A
102
Q

Water Cycle

A
103
Q

What are the 3 major greenhouse gases?

A

CO2, CH4, and N20

104
Q

Milankovitch Cycles

A

Changes in Earth’s heating and cooling based on changes in the Earth’s tilt

105
Q

Free Air Carbon Dioxide Enrichment (FACE)

A

An experiment where scientists enrich the air around plants with CO2 and see how growth changes.

106
Q

The Nitrogen Cycle (Simplified)

A
107
Q

What are the Inputs and Losses of Phosphorus in an ecosystem?

A

INPUTS: Weathering, Wind deposition, and Humans

Losses: Organism Uptake and Particulate Erosion

108
Q

What is a dead zone and what causes them?

A

It is a portion of habitat that has changed so much over a short period of time that the organisms that live there cannot survive.

Especially caused by excesses of nutrients.

109
Q

Nitrification

A

NH3/NH4+ -> NO3-

110
Q

Denitrification

A

NO3- -> N2

111
Q

Ammonification

A

N2 -> NH3/NH4+

112
Q

What are some examples of non-symbiotic nitrogen fixation?

A

Lightning

Cyanobacteria

113
Q

What are the effects of eutrophication on an ecosystem?

A

Lower diversity

Higher production

Shifts in spp composition

Higher consumer abundance (but lower diversity)

114
Q

Lincoln-Peterson Index

AKA mark-recapture equation

A

Marked in 2nd sample / #caught in 2nd sample

=

caught in 1st sample / total pop size

115
Q

What does the Lincoln-Peterson Index assume?

A

All indivs =ly likely to be captured

N doesnt change betw sampling

No marked indivs are lost

116
Q

What is the simplest form of population growth?

A

EXPONENTIAL (can be continuous or discrete)

117
Q

Assumptions of Exponential Growth Model

A

All individuals are same age and genetics

B and D are constant

No E or I

Habitat is perfectly uniform

118
Q

What is the difference between exponential and geometric growth?

A

None really; one is continuous and one is discrete.

119
Q

What does the Logistic Growth Model represent?

Who was it “created” by?

A

Density-Dependent Growth

Lowell Reed and Raymond Pearl

120
Q

Fecundity

A

bx

The # of FEMALE offspring produced per reproductive season or age interval

121
Q

Survival

A

Sx

Probability of surviving to the next age class

S = nx+1/nx

122
Q

Survivorship

A

lx

Probability of a newborn surviving to age x

Divide population at age x by initial population size

lx = nx/no

123
Q

Net Reproductive Rate (Ro)

A

Mean # of offspring that a female produces in her lifetime

=Σbxlx

124
Q

Generation Time (T)

A

Avg age of parents of all offspring produced by a single cohort

AKA how long it takes to breed a new generation

T = Σxbxlx/Σbxlx

=Σbxlx/Ro

125
Q

What is the difference between positive and negative density dependence?

A

Positive: growth increases with density (more mates, yay!)

Negative: Crowding

126
Q

Allee Effect

A

Population growth is positively density-dependent until resources start becoming scarce

This is when the INFLECTION point happens

127
Q

Ideal Free Distribution

A

Organisms in a habitat will distribute to various patches of resources.

The patch with the highest number of resources will have the highest number of individuals.

Botany 460 (4 decks)

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